Computational Thinking in Mathematics Education: From Unplugged Exploration to Plugged Applications

Abstract

This study is an action research aimed at enabling sixth-grade students to develop a conceptual understanding of divisibility rules and enhance their computational thinking (CT) skills. The study adopted a two-phase instructional approach integrating unplugged and plugged activities. Data were collected during a two-week implementation process involving five students selected through purposive sampling. The data sources, which included classroom observations, student artifacts, and semi-structured interviews, were analyzed using content analysis. During the implementation, students first explored divisibility rules in the unplugged phase through concrete materials and discovery-based learning. Subsequently, during the plugged phase, they transformed these rules into algorithmic structures using the Flowgorithm visual programming environment. The findings revealed that the integrated approach significantly improved students’ algorithmic thinking and pattern recognition skills. In addition, it enhanced students’ motivation and conceptual understanding. The study highlights the potential of CT-based instructional approaches in mathematics education and provides several pedagogical implications for practitioners and for future research.